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kids with Asperger Syndrome their potential Results from the 1997 New South Wales Schools’ Fitness and Physical Activity Sur- vey, however, indicate that a large percent- age of children operate at a low level of fundamental movement skill performance. It’s fair to say that children with AS will be found in this group as they display diffi cul- ties inmotor planning, attention, concentra- tion and coordination. what is asperger syndrome? As is a pervasive neuro-developmental dis- order within an extensive autism spectrum, and many signs and symptoms affect indi- viduals differently, which can make diag- nosis somewhat diffi cult. Typically, AS is characterised by a qualitative impairment in social interaction and communication, sensory diffi culties, behavioural dysfunc- tions and restricted stereotyped patterns of behaviour. Additionally, sufferers of this disorder often display an impairment of motor skills as a result of their neurological disadvantage. Such characteristics should be taken into consideration when design- ing classroom activities to address differ- ences between the sufferer and typically- developed children. Children who suffer from this neuro- development disorder have an increase of neurological abnormalities, especially in relation to motor coordination. Studies indicate that motor impairments or ‘motor clumsiness’ is a defi ning feature when clas- sifying and observing children with AS. According to a study by Pekka Tani and colleagues,motor impairment can give chil- dren with AS great diffi culty in negotiating their physical environment, in fi ne motor control, in social play and in participat- ing in team sport. This may be obvious for PDHPE teachers during Physical Education class, sport or playground games requiring ball skills. Children with AS exhibit poor ball skills for example, particularly catching and throwing with two hands. Arm movements are often poorly coordinated and affected by problems with timing. As well as this, chil- dren with AS have diffi culty with balance and gait. This can be seen when walking or running. Coordination can be immature, their movement lacks fl uency and effi ciency and they display slower movement speed. It’s crucial that educators understand the causes of delay in performing motor tasks, and that they’re unintentional. professional development 29